A Study on Chinese Learning Strategies of International School Students in China

Yuan Yuan; Ruonan Liu; Yichuan Yuan

doi:doi:10.11648/j.sjedu.20180606.11

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A Study on Chinese Learning Strategies of International School Students in China

Yuan Yuan, Ruonan Liu, Yichuan Yuan

Published in Science Journal of Education (Volume 6, Issue 6)

Received: 2 October 2018 Accepted: 17 October 2018 Published: 23 January 2019

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Abstract

In this study, the empirical quantitative questionnaire method was adopted to study the use of Chinese learning strategies of 76 students from Kunming International School, Yunnan, China. This survey adopts the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990), which is a 5-point Likert Scale from "1 totally disagree" to " 5 totally agree", and the frequency of use of learning strategies was determined based on the 7 factors’ scores. SPSS descriptive analysis shows that the use frequency of overall strategies is ranked from high to low: compensation strategies, social strategies, metacognitive strategies, cognitive strategies, memory strategies and emotion sense of strategies. Correlation analysis suggests that there is a significant and positive correlation between age and Chinese learning strategies. Suggestions are offered for teachers to cultivate and form students’ learning strategies, i.e., adjusting and controlling of the learning process, giving full play to students’ cognitive ability, imparting effective methods of memory, regulating learning emotions, attaching importance to the stage of learning and development, and paying attention to the impact of individual differences. To sum up, teachers should emphasize the development stage of Chinese learning and the full play of the students’ cognitive ability. On this basis, students can be helped to cultivate and improve their ability to use Chinese learning strategies.

Published in	Science Journal of Education (Volume 6, Issue 6)
DOI	10.11648/j.sjedu.20180606.11
Page(s)	123-128
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Chinese International Education, Learning Strategies, International School

References

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[8]	Yan, Shenghan. Study on Chinese vocabulary learning strategies of overseas students [J]. Journal of Shanghai University, 2007(3): 138-141.
[9]	Liu, Fengqing. Investigation and analysis of Chinese learning strategies of Japanese college students [J]. Chinese Learning, 2012(4):97-103.
[10]	Chen, Nan & Yang, Zhengling. Study on the localization of Chinese teaching materials based on learning strategies [J]. World Chinese Teaching, 2015 (2): 277-287.
[11]	Qian, Yulian & Liu, Weining. Research on Chinese auditory and visual input learning strategies of overseas students [J]. World Chinese Teaching, 2016(4): 563-574.
[12]	Kaori, Nishi. An Investigation into Speech Perception Strategies Used by Japanese Learners of the Chinese Language in Interviews [J]. World Chinese Teaching, 2017(1):128-142.
[13]	Akiko, MII. An Investigation and Analysis of the Autonomous Chinese Language Learning Ability of Japanese [J]. Chinese Language Learning, 2018(4): 88-95.
[14]	Brown. A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. Learning, making and understanding [A]. In J. H. Flavell & M. Markman (eds.) Carmichael’s Manual of Child Psychology [C]. New York: Wiley, 1983.77-166.

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APA Style

Yuan Yuan, Ruonan Liu, Yichuan Yuan. (2019). A Study on Chinese Learning Strategies of International School Students in China. Science Journal of Education, 6(6), 123-128. https://doi.org/10.11648/j.sjedu.20180606.11

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Yuan Yuan; Ruonan Liu; Yichuan Yuan. A Study on Chinese Learning Strategies of International School Students in China. Sci. J. Educ. 2019, 6(6), 123-128. doi: 10.11648/j.sjedu.20180606.11

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AMA Style

Yuan Yuan, Ruonan Liu, Yichuan Yuan. A Study on Chinese Learning Strategies of International School Students in China. Sci J Educ. 2019;6(6):123-128. doi: 10.11648/j.sjedu.20180606.11

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@article{10.11648/j.sjedu.20180606.11,
  author = {Yuan Yuan and Ruonan Liu and Yichuan Yuan},
  title = {A Study on Chinese Learning Strategies of International School Students in China},
  journal = {Science Journal of Education},
  volume = {6},
  number = {6},
  pages = {123-128},
  doi = {10.11648/j.sjedu.20180606.11},
  url = {https://doi.org/10.11648/j.sjedu.20180606.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20180606.11},
  abstract = {In this study, the empirical quantitative questionnaire method was adopted to study the use of Chinese learning strategies of 76 students from Kunming International School, Yunnan, China. This survey adopts the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990), which is a 5-point Likert Scale from "1 totally disagree" to " 5 totally agree", and the frequency of use of learning strategies was determined based on the 7 factors’ scores. SPSS descriptive analysis shows that the use frequency of overall strategies is ranked from high to low: compensation strategies, social strategies, metacognitive strategies, cognitive strategies, memory strategies and emotion sense of strategies. Correlation analysis suggests that there is a significant and positive correlation between age and Chinese learning strategies. Suggestions are offered for teachers to cultivate and form students’ learning strategies, i.e., adjusting and controlling of the learning process, giving full play to students’ cognitive ability, imparting effective methods of memory, regulating learning emotions, attaching importance to the stage of learning and development, and paying attention to the impact of individual differences. To sum up, teachers should emphasize the development stage of Chinese learning and the full play of the students’ cognitive ability. On this basis, students can be helped to cultivate and improve their ability to use Chinese learning strategies.},
 year = {2019}
}

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TY  - JOUR
T1  - A Study on Chinese Learning Strategies of International School Students in China
AU  - Yuan Yuan
AU  - Ruonan Liu
AU  - Yichuan Yuan
Y1  - 2019/01/23
PY  - 2019
N1  - https://doi.org/10.11648/j.sjedu.20180606.11
DO  - 10.11648/j.sjedu.20180606.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 123
EP  - 128
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20180606.11
AB  - In this study, the empirical quantitative questionnaire method was adopted to study the use of Chinese learning strategies of 76 students from Kunming International School, Yunnan, China. This survey adopts the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990), which is a 5-point Likert Scale from "1 totally disagree" to " 5 totally agree", and the frequency of use of learning strategies was determined based on the 7 factors’ scores. SPSS descriptive analysis shows that the use frequency of overall strategies is ranked from high to low: compensation strategies, social strategies, metacognitive strategies, cognitive strategies, memory strategies and emotion sense of strategies. Correlation analysis suggests that there is a significant and positive correlation between age and Chinese learning strategies. Suggestions are offered for teachers to cultivate and form students’ learning strategies, i.e., adjusting and controlling of the learning process, giving full play to students’ cognitive ability, imparting effective methods of memory, regulating learning emotions, attaching importance to the stage of learning and development, and paying attention to the impact of individual differences. To sum up, teachers should emphasize the development stage of Chinese learning and the full play of the students’ cognitive ability. On this basis, students can be helped to cultivate and improve their ability to use Chinese learning strategies.
VL  - 6
IS  - 6
ER  -

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Author Information

Yuan Yuan

School of Foreign Languages, Yunnan Normal University, Kunming, China
Ruonan Liu

International Education College, Dalian University of Technology, Dalian, China
Yichuan Yuan

School of Foreign Languages, Yunnan Normal University, Kunming, China

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Plain Text BibTeX RIS

APA Style

Yuan Yuan, Ruonan Liu, Yichuan Yuan. (2019). A Study on Chinese Learning Strategies of International School Students in China. Science Journal of Education, 6(6), 123-128. https://doi.org/10.11648/j.sjedu.20180606.11

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ACS Style

Yuan Yuan; Ruonan Liu; Yichuan Yuan. A Study on Chinese Learning Strategies of International School Students in China. Sci. J. Educ. 2019, 6(6), 123-128. doi: 10.11648/j.sjedu.20180606.11

Copy | Download

AMA Style

Yuan Yuan, Ruonan Liu, Yichuan Yuan. A Study on Chinese Learning Strategies of International School Students in China. Sci J Educ. 2019;6(6):123-128. doi: 10.11648/j.sjedu.20180606.11

Copy | Download

@article{10.11648/j.sjedu.20180606.11,
  author = {Yuan Yuan and Ruonan Liu and Yichuan Yuan},
  title = {A Study on Chinese Learning Strategies of International School Students in China},
  journal = {Science Journal of Education},
  volume = {6},
  number = {6},
  pages = {123-128},
  doi = {10.11648/j.sjedu.20180606.11},
  url = {https://doi.org/10.11648/j.sjedu.20180606.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20180606.11},
  abstract = {In this study, the empirical quantitative questionnaire method was adopted to study the use of Chinese learning strategies of 76 students from Kunming International School, Yunnan, China. This survey adopts the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990), which is a 5-point Likert Scale from "1 totally disagree" to " 5 totally agree", and the frequency of use of learning strategies was determined based on the 7 factors’ scores. SPSS descriptive analysis shows that the use frequency of overall strategies is ranked from high to low: compensation strategies, social strategies, metacognitive strategies, cognitive strategies, memory strategies and emotion sense of strategies. Correlation analysis suggests that there is a significant and positive correlation between age and Chinese learning strategies. Suggestions are offered for teachers to cultivate and form students’ learning strategies, i.e., adjusting and controlling of the learning process, giving full play to students’ cognitive ability, imparting effective methods of memory, regulating learning emotions, attaching importance to the stage of learning and development, and paying attention to the impact of individual differences. To sum up, teachers should emphasize the development stage of Chinese learning and the full play of the students’ cognitive ability. On this basis, students can be helped to cultivate and improve their ability to use Chinese learning strategies.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - A Study on Chinese Learning Strategies of International School Students in China
AU  - Yuan Yuan
AU  - Ruonan Liu
AU  - Yichuan Yuan
Y1  - 2019/01/23
PY  - 2019
N1  - https://doi.org/10.11648/j.sjedu.20180606.11
DO  - 10.11648/j.sjedu.20180606.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 123
EP  - 128
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20180606.11
AB  - In this study, the empirical quantitative questionnaire method was adopted to study the use of Chinese learning strategies of 76 students from Kunming International School, Yunnan, China. This survey adopts the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990), which is a 5-point Likert Scale from "1 totally disagree" to " 5 totally agree", and the frequency of use of learning strategies was determined based on the 7 factors’ scores. SPSS descriptive analysis shows that the use frequency of overall strategies is ranked from high to low: compensation strategies, social strategies, metacognitive strategies, cognitive strategies, memory strategies and emotion sense of strategies. Correlation analysis suggests that there is a significant and positive correlation between age and Chinese learning strategies. Suggestions are offered for teachers to cultivate and form students’ learning strategies, i.e., adjusting and controlling of the learning process, giving full play to students’ cognitive ability, imparting effective methods of memory, regulating learning emotions, attaching importance to the stage of learning and development, and paying attention to the impact of individual differences. To sum up, teachers should emphasize the development stage of Chinese learning and the full play of the students’ cognitive ability. On this basis, students can be helped to cultivate and improve their ability to use Chinese learning strategies.
VL  - 6
IS  - 6
ER  -

Copy | Download